rock bottom

Discuss the social impact of technology on teachers and students:

Digital natives are no stranger to the social impact of technology; in fact most of them find it easier to communicate via social media or with the aide of technology. However this presents issues to teachers, some of these issues are withdrawn students who find general social situations awkward and unfulfilling compared to their own digital lives.  Another issue is the problem of Cyber bullying. However the issues they are certainly opposed by the benefits Students as knowledge producers Learners have freedom and choice to move beyond mere participation in communities of review to become dynamic inventors of ideas, resources and understanding artifacts (Hatton, 2013, Topic 7).

What has also been created is a participatory culture is a culture with fairly low barriers to artistic expression and civic engagement, strong support for creating and sharing one’s designs, and some type of informal mentorship whereby what is known by the most experienced is passed along to beginners. A participatory culture is also one in which affiliates have confidence that their offerings matter, and feel some amount of social connection with one another (Jenkins ,2006 ).

Discuss the relevance of new literacies and how they support your technological pedagogical content:

Student’s today live media saturated life’s it would be imprudent for educators to not tap into this. With keeping in mind how students construct knowledge and acquire skills; Develop habits of mind and positive dispositions towards learning this digital resource was created.

Each of the tasks could have been presented and completed using rational technologies (i.e. chalk board and handouts) however the use of technology enriches the learning experience and creates a virtual learning space that is largely student driven. Understanding that a range of tools exist for a particular task, the  ability to choose a tool based on its fitness, strategies for using the tool’s affordances is essential for the success of the use of technology (Hatton , 2013 , Topic 5).

Developing worthy content requires a thoughtful Interweaving of all three sources of knowledge: technology, pedagogy and content….there is no single technology solution that applies for every teacher, every course, or every view of teaching (Mishra & Koehler, 2006: 1029). I believe with the creation of my digital resource I have successfully interwoven all three sources to create a rich and meaningful resource which both educates and challenges students toward being informed citizens.

Describe the design process involved in the creation of a digital artifact:

The design of the digital artifact uses the form of a WIX website. I have found this website to be a valuable tool for any teacher. It allows the teacher to create a space that is specific for their own student’s needs, it allows the user to embed documents, flash, videos, links to other sites and has many options for social networking as well as customizable contact fields. All in the entire WIX program offers extremely attractive and flexible templates. Considering the different types of learners in the design process was key; the design allows for productive access and learning by visual in the use of photos and YouTube clips, auditory learners were considered with the use of the story board activities and YouTube clips and kinesthetic learners were considered with task ones story board activity which gives the students a chance to role play to present their own understandings.

Stimulating student’s senses was a key consideration in the design process and I believe I have created a quality attractive learning place which allows for student direction with explicit quality criteria and support.

Describe a key learning moment in creation of your artifact as it informs learning and teaching:

Without having done the unit of work in my own schooling, I had tested the websites and completed the entire task myself before expecting a student to use these resources. As a teacher and creator of lessons I find it of the upmost importance to be a master of pedagogy,  as a pedagogue myself I find it very frustrating when a teacher who is instructing me cannot answer in depth the questions they are seeking answers for. Through the creation of the resource I understood the tension on a whole new level, which has encouraged me to only provide quality resources which I can complete and explain explicitly what is expected of students.

Justification of the intellectual rigor and engagement behind the design of the resource:

The knowledge and information provided for this task has a heavy value focus, which is central to the quality-teaching model. The Adelaide declaration indicated “Australia’s future depends upon each citizen having the necessary knowledge, and understandings skills and values for a productive and rewarding life in an educated, just and open society. High quality schooling is central to achieving this vision … schooling provides a foundation for young Australians intellectual, physical, social, moral and aesthetic development“ (MCEETYA, 1999).

The use of a value based subject and Project based learning was very deliberate as “the heart of intellectual quality is value and social development” (ASPING, 2002).

 

The intellectual quality dimension is a result of learning that requires challenging work centered on significant concepts and ideas, and requires substantial cognitive and academic engagement with deep knowledge (NSW DET, 2003).

 

The knowledge presented through the resource is focused on a small number of key concepts for the KLA of stage 5 histories. This resource focuses on the relationship between concepts and values that are deeply rooted within Australian society; this creates a meaningful and rich task with a key focus on deep and problematic knowledge.

 

The learners are asked to evaluate and compose key concepts to create a big idea, this is evident in the way the information is provided and taught. The “big idea” is presented with concise links between key concepts and values. Students are asked to identify these relationships through research and different mediums to collect and synthesize information (Reynolds & McLeod, 2007).

 

The approach to teaching intellectually rigorous lessons through the resource created is evident through the direct instruction, guided discovery, wide range of sources, and the opportunity to present the synthesized deep knowledge in a variety of ways.

 

By the completion of the tasks provided students should have developed a deep understanding of the key ideas around immigration and Australia particularly Asian relations. To demonstrate the learning the students are required to create situations where actions provide evidence of students understanding of concepts and their relation to modern Australian society (Dewey, 1935).

 The deep understanding directly leads students to problematic knowledge, which encourages students to address and understand multiple perspectives.

Justification of the intellectual rigor and engagement behind the design of the resource:

The knowledge and information provided for this task has a heavy value focus, which is central to the quality-teaching model. The Adelaide declaration indicated “Australia’s future depends upon each citizen having the necessary knowledge, and understandings skills and values for a productive and rewarding life in an educated, just and open society. High quality schooling is central to achieving this vision … schooling provides a foundation for young Australians intellectual, physical, social, moral and aesthetic development“ (MCEETYA, 1999).

The use of a value based subject and Project based learning was very deliberate as “the heart of intellectual quality is value and social development” (ASPING, 2002).

 

The intellectual quality dimension is a result of learning that requires challenging work centered on significant concepts and ideas, and requires substantial cognitive and academic engagement with deep knowledge (NSW DET, 2003).

 

The knowledge presented through the resource is focused on a small number of key concepts for the KLA of stage 5 histories. This resource focuses on the relationship between concepts and values that are deeply rooted within Australian society; this creates a meaningful and rich task with a key focus on deep and problematic knowledge.

 

The learners are asked to evaluate and compose key concepts to create a big idea, this is evident in the way the information is provided and taught. The “big idea” is presented with concise links between key concepts and values. Students are asked to identify these relationships through research and different mediums to collect and synthesize information (Reynolds & McLeod, 2007).

 

The approach to teaching intellectually rigorous lessons through the resource created is evident through the direct instruction, guided discovery, wide range of sources, and the opportunity to present the synthesized deep knowledge in a variety of ways.

 

By the completion of the tasks provided students should have developed a deep understanding of the key ideas around immigration and Australia particularly Asian relations. To demonstrate the learning the students are required to create situations where actions provide evidence of students understanding of concepts and their relation to modern Australian society (Dewey, 1935).

 The deep understanding directly leads students to problematic knowledge, which encourages students to address and understand multiple perspectives.